scholarly journals The Effect of Educational Entrepreneurship and Creativity to Entrepreneurial Intermediation

2019 ◽  
Author(s):  
Inten Noor Imania ◽  
Suwatno Suwatno
Keyword(s):  
Educational Entrepreneurship

scholarly journals Education for entrepreneurship: In search of the fifth pillar "Learning to be entrepreneurial”

2021 ◽  
Vol 10 (44) ◽  
pp. 73-83
Author(s):  
Alejandro Cruzata-Martínez ◽  
Henry Arturo Quijano Benavides ◽  
Luz Elizabeth Vergaray Charra ◽  
Ronald M. Hernández ◽  
Miguel A. Saavedra-López
Keyword(s):  
Higher Education ◽  
Social Entrepreneurship ◽  
Educational Systems ◽  
Educational Community ◽  
Entrepreneurial Education ◽  
Documentary Analysis ◽  
Educational Entrepreneurship ◽  
Educational Field

Currently, the entrepreneurship boom is on the rise, education centers from elementary to higher education are betting on providing an entrepreneurial education. The purpose of this article is: To recognize the development of social entrepreneurship competencies from the four pillars of education, adding a fifth pillar which “knows how to be an entrepreneur". In addition, it is achieved: to recognize the transforming mission of social entrepreneurship competencies within the educational field, to identify the challenges faced by educational systems and how school entrepreneurship is adapted, to compare successful experiences of different countries in entrepreneurship, to analyze the importance of entrepreneurial education from the four pillars as a basis for the construction of the fifth pillar "Learning to undertake" and to differentiate the roles of the educational community. Consequently, documentary analysis is used, after selecting articles, various books, congresses, etc. related to educational entrepreneurship.

scholarly journals Entrepreneurship in Education

2016 ◽  
Vol 22 (2) ◽  
pp. 438-443 ◽  
Author(s):  
Maria Liana Lăcătuş ◽  
Camelia Stăiculescu
Keyword(s):  
Economic Model ◽  
Online Courses ◽  
Virtual Schools ◽  
Educational Systems ◽  
Technological Changes ◽  
Educational Domain ◽  
New Concepts ◽  
Educational Entrepreneurship

Abstract This paper analyzes the importance of entrepreneurship in education. Originally, the entrepreneurship model is an economic model. But, nowadays, as educational domain became more attractive for entrepreneurs and technological changes created new opportunities for autonomy, de-centralization, and customization in educational systems, entrepreneurship is a reality in education too. The new forms of education, such as virtual schools or online courses stimulated entrepreneurs to invest in education in the same mode as they would initiate businesses in domains more market oriented. They take risks to invest in education and are known as ‘edupreneurs’. In the first part of the paper is discussing the role of entrepreneurship in education emphasizing the idea that education is a domain in that innovation is promoting and producing all the time and, due this, a domain of entrepreneurship. In the second part of the paper the new concepts of edupreneurship and edupreneur are used to express the essence of entrepreneurial initiative in education and to emphasize significant issues of educational entrepreneurship. In the last part various forms of edupreneurial initiative are presented. The conclusion of the paper is that edupreneurial initiatives may represent viable solutions for the problems that schools and school managers are facing nowadays.

scholarly journals What is educational entrepreneurship? Strategic action, temporality, and the expansion of US higher education

2021 ◽  
Author(s):  
Alexander T. Kindel ◽  
Mitchell L. Stevens
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Special Kind ◽  
Historical Contingency ◽  
World War ◽  
Strategic Action ◽  
Academic Leaders ◽  
The Us ◽  
Educational Entrepreneurship ◽  
Key Drivers

AbstractThe massive expansion of US higher education after World War II is a sociological puzzle: a spectacular feat of state capacity-building in a highly federated polity. Prior scholarship names academic leaders as key drivers of this expansion, yet the conditions for the possibility and fate of their activity remain under-specified. We fill this gap by theorizing what Randall Collins first called educational entrepreneurship as a special kind of strategic action in the US polity. We argue that the cultural authority and organizational centrality of universities in the US national context combine with historical contingency to episodically produce conditions under which academic credentials can be made viable solutions to social problems. We put our theorization to the test by revisiting and extending a paradigmatic case: the expansion of engineering education at Stanford University between 1945 and 1969. Invoking several contemporaneous and subsequent cases, we demonstrate the promise of theorizing educational expansion as an outcome of strategic action by specifically located actors over time.

scholarly journals Entrepreneurship Game Apps to Enhancement Student Skill Thinking Analytic in Class Online

2021 ◽  
Vol 15 (08) ◽  
pp. 155
Author(s):  
Heri Pratikto ◽  
Rizal Hanafiya ◽  
Muhammad Ashar ◽  
Muhammad Iqbal Akbar ◽  
Yudi Tri Harsono
Keyword(s):  
Business Processes ◽  
Design Thinking ◽  
Mobile Apps ◽  
Market Potential ◽  
Educational Game ◽  
Analytical Skills ◽  
Post Test ◽  
Educational Entrepreneurship ◽  
Real Market ◽  
Student Skill

The use of educational entrepreneurship game apps as a medium for an online class for students to improve analytical skills regarding business processes. Learning that is only through gamification in game learning. This learning is carried out on a number of students who have the ability to play games well. There is also a desire to study business without using entrepreneurship textbooks as the object of this study. Game-based mobile apps development using entrepreneurial learning materials such as laundry and beverage sales is designed using the Design Thinking Process method. With a game prototype made according to the real market location and market potential which is quite profitable. Determination of initial capital is very important in this educational game to successfully play the game until the final level. (there are 5 trial levels). The results obtained from this gameplay show an increase in entrepreneurial analysis in students with the ability to answer post-test questions well with an average of 88.2 percent with an average game time of 42.8 minutes per level

Educational Entrepreneurship

2021 ◽  
pp. 54-63
Author(s):  
Sandeep Lloyd Kachchhap
Keyword(s):  
Human Capital ◽  
Major Part ◽  
Educational Institutions ◽  
The Past ◽  
Integral Role ◽  
Educational Entrepreneurship ◽  
Do So

From its onset, education has had an integral role in transforming society to become what it is. In fact, developments in society, especially in terms of human capital, have resulted from the nature of education its members have received. In the past two decades, owing to several factors, society has seen a stark transformation in economics and commerce. A major part of this development has offset the sync between education and practice, such that the earlier has fallen behind the latter. The question of institutions producing employable graduates is on the rise as educational institutions fall back in their ability to do so. Harnessing developments and latest advances in technology to carve out efficient human capital could give education a surviving chance.

Understanding teacher entrepreneurship in the globalized society

2014 ◽  
Vol 8 (1) ◽  
pp. 20-33 ◽  
Author(s):  
Izhar Oplatka
Keyword(s):  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Citizenship Behavior ◽  
Structured Interviews ◽  
Content Type ◽  
Educational Entrepreneurship ◽  
School Events ◽  
Education Authority ◽  
Entrepreneurial Activities ◽  
New Curricula

Purpose – Social entrepreneurship aims at creating social value for the public good rather than personal wealth or private gain as in the case of commercial entrepreneurship. The purpose of this study was to explore the entrepreneurial activities of self-starter teachers and analyze the factors that facilitate or inhibit the appearance of these activities using the concept of organizational citizenship behavior (OCB) that are neither part of the formal reward system nor a part of an employee's mandatory job description. Design/methodology/approach – Semi-structured interviews with 30 teachers and ten principals from the Israeli elementary and secondary educational system. Findings – It was found that self-starter teachers engage in simple forms of innovative work behaviors (e.g. developing new curricula and teaching methods, initiating and implementing new projects, including school events). Additionally, the teacher's decision to go the extra-mile and initiate new projects or devise new curricula is related, though, to four major determinants, two of them external (e.g. the principal, the local education authority) and two internal (personal experiences, educational calling and emotional commitment). Originality/value – The paper sheds light on educational entrepreneurship through the concept of OCB.

scholarly journals Entrepreneurs in teaching and educational practice

2013 ◽  
Vol 4 (3) ◽  
pp. 80
Author(s):  
Edmir Kuazaqui ◽  
Luis Antônio Volpato
Keyword(s):  
Qualitative Study ◽  
Continuing Education ◽  
Learning Process ◽  
Exploratory Study ◽  
Educational Practice ◽  
Point Of View ◽  
Student Body ◽  
Field Techniques ◽  
Creative Education ◽  
Educational Entrepreneurship

This article discusses the adoption of entrepreneurial practices as fundamental to the professor strategy. It is true that the addition of educational entrepreneurship concepts has not been thorough enough for a number of biases that have barred this discussion so far (Lavieri, 2010). For this reason, this paper focuses its importance to the qualitative education of the student. But what these entrepreneurial practices ? These practices, as Lowman (2004 ), relate to the different actions applied by the teacher in order to better convey his teachings and make the student body can understand and comprehend the contents taught and their applications . Thus, the teacher is no longer simply a content - and becomes a facilitator of the learning process. Thus, we highlight the importance of continuing education for the development of content, both from the point of view of the teacher as the student. After analysis and discussion, a reflection on the importance of constantly planned and sustained process of dialogue- creative education will be presented. This work drew on an exploratory study with bibliographical and field techniques, especially the experiential, from the systemic registration of experiences of the authors of the article and the testimony of other professors. Then characterized as essentially a qualitative study, no statistical evidence of the application of these practices.

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